nmm 22 4500ICPSR33321MiAaIm f a u cr mn mmmmuuuu150331s2012 miu f a eng d(MiAaI)ICPSR33321MiAaIMiAaI
University of Washington - Beyond High School (UW-BHS)
[electronic resource]
Charles Hirschman
,
Gunnar Almgren
2015-01-16Ann Arbor, Mich.Inter-university Consortium for Political and Social Research [distributor]2012ICPSR33321NumericTitle from ICPSR DDI metadata of 2015-03-31.AVAILABLE. This study is freely available to the general public.Also available as downloadable files.
The University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.
Cf.: http://doi.org/10.3886/ICPSR33321.v4
academic abilityicpsracademic achievementicpsreducationicpsreducational opportunitiesicpsrhigh school graduatesicpsrminoritiesicpsrparental influenceicpsrsocial inequalityicpsrstudent attitudesicpsrstudentsicpsrDSDR IV. Marriage, Family, Households, and UnionsRCMD IX. Minority PopulationsDSDR VIII. NICHD Supported StudiesDSDR VI. Population CharacteristicsICPSR V.A. Education, United StatesRCMD III. EducationDSDR III. Health and MortalityHirschman, CharlesAlmgren, GunnarInter-university Consortium for Political and Social Research.ICPSR (Series)33321Access restricted ; authentication may be required:http://doi.org/10.3886/ICPSR33321.v4